Relevant bibliographies by topics / Implicit language learning

Academic literature on the topic 'Implicit language learning'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Implicit language learning"

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DeKeyser, Robert M. "Learning Second Language Grammar Rules." Studies in Second Language Acquisition 17, no. 3 (September 1995): 379–410. http://dx.doi.org/10.1017/s027226310001425x.

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This is a report on a computerized experiment with a miniature linguistic system, consisting of five morphological rules and a lexicon of 98 words. Two hypotheses derived from the literature in cognitive psychology and psycholinguistics were tested: that explicit-deductive learning would be better than implicit-inductive learning for straightforward (“categorical”) rules, and that implicit-inductive learning would be better than explicit-deductive learning for fuzzy rules (“prototypicality patterns”). Implicit-inductive learning was implemented by pairing sentences with color pictures; explicit-deductive learning was implemented by means of traditional grammar rule presentation, followed by picture-sentence pairing. The findings were in the expected direction for both hypotheses, but only the first one could be confirmed through statistically significant results.
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Paciorek, Albertyna, and John N. Williams. "Semantic generalization in implicit language learning." Journal of Experimental Psychology: Learning, Memory, and Cognition 41, no. 4 (2015): 989–1002. http://dx.doi.org/10.1037/xlm0000100.

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Leung, Janny H. C., and John N. Williams. "CROSSLINGUISTIC DIFFERENCES IN IMPLICIT LANGUAGE LEARNING." Studies in Second Language Acquisition 36, no. 4 (July 28, 2014): 733–55. http://dx.doi.org/10.1017/s0272263114000333.

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We report three experiments that explore the effect of prior linguistic knowledge on implicit language learning. Native speakers of English from the United Kingdom and native speakers of Cantonese from Hong Kong participated in experiments that involved different learning materials. In Experiment 1, both participant groups showed evidence of learning a mapping between articles and noun animacy. In Experiment 2, neither group showed learning of a mapping between articles and a linguistically anomalous concept (the number of capital letters in an English word or that of strokes in a Chinese character). In Experiment 3, the Chinese group, but not the English group, showed evidence of learning a mapping between articles and a concept derived from the Chinese classifier system. It was concluded that first language knowledge affected implicit language learning and that implicit learning, at least when natural language learning is concerned, is subject to constraints and biases.
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LICHTMAN, KAREN. "Age and learning environment: Are children implicit second language learners?" Journal of Child Language 43, no. 3 (February 26, 2016): 707–30. http://dx.doi.org/10.1017/s0305000915000598.

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AbstractChildren are thought to learn second languages (L2s) using primarily implicit mechanisms, in contrast to adults, who primarily rely on explicit language learning. This difference is usually attributed to cognitive maturation, but adults also receive more explicit instruction than children, which may influence their learning strategies. This study crosses instruction condition with age, teaching forty children aged 5;3 to 7;11 and forty adults an artificial mini-language under implicit or explicit training conditions. Participants produced novel sentences and judged sentence grammaticality equally well in either condition, but both children and adults in the explicit training condition developed greater awareness of the mini-language's structures – and greater awareness was associated with better performance for both age groups. Results show that explicit instruction affects children and adults in the same way, supporting the hypothesis that age differences in implicit vs. explicit L2 learning are not exclusively caused by maturation, but also influenced by instruction.
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Leung, Janny H. C., and John N. Williams. "THE IMPLICIT LEARNING OF MAPPINGS BETWEEN FORMS AND CONTEXTUALLY DERIVED MEANINGS." Studies in Second Language Acquisition 33, no. 1 (February 21, 2011): 33–55. http://dx.doi.org/10.1017/s0272263110000525.

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The traditional implicit learning literature has focused primarily on the abstraction of statistical regularities in form-form connections. More attention has been recently directed toward the implicit learning of form-meaning connections, which might be crucial in the acquisition of natural languages. The current article reports evidence for implicit learning of a mapping between a novel set of determiners and thematic roles, obtained using a newly developed reaction time methodology. The results conclude that contextually derived form-meaning connections might be implicitly learned.
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REBUSCHAT, PATRICK, and JOHN N. WILLIAMS. "Implicit and explicit knowledge in second language acquisition." Applied Psycholinguistics 33, no. 4 (October 18, 2011): 829–56. http://dx.doi.org/10.1017/s0142716411000580.

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ABSTRACTLanguage development is frequently characterized as a process where learning proceeds implicitly, that is, incidentally and in absence of awareness of what was learned. This article reports the results of two experiments that investigated whether second language acquisition can also result in implicit knowledge. Adult learners were trained on an artificial language under incidental learning conditions and then tested by means of grammaticality judgments and subjective measures of awareness. The results indicate that incidental exposure to second language syntax can result in unconscious knowledge, which suggests that at least some of the learning in this experiment was implicit. At the same time, however, it was also found that conscious (but unverbalizable) knowledge was clearly linked to improved performance in the grammaticality judgment task.
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Batterink, Laura J., Larry Y. Cheng, and Ken A. Paller. "Neural Measures Reveal Implicit Learning during Language Processing." Journal of Cognitive Neuroscience 28, no. 10 (October 2016): 1636–49. http://dx.doi.org/10.1162/jocn_a_00985.

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Language input is highly variable; phonological, lexical, and syntactic features vary systematically across different speakers, geographic regions, and social contexts. Previous evidence shows that language users are sensitive to these contextual changes and that they can rapidly adapt to local regularities. For example, listeners quickly adjust to accented speech, facilitating comprehension. It has been proposed that this type of adaptation is a form of implicit learning. This study examined a similar type of adaptation, syntactic adaptation, to address two issues: (1) whether language comprehenders are sensitive to a subtle probabilistic contingency between an extraneous feature (font color) and syntactic structure and (2) whether this sensitivity should be attributed to implicit learning. Participants read a large set of sentences, 40% of which were garden-path sentences containing temporary syntactic ambiguities. Critically, but unbeknownst to participants, font color probabilistically predicted the presence of a garden-path structure, with 75% of garden-path sentences (and 25% of normative sentences) appearing in a given font color. ERPs were recorded during sentence processing. Almost all participants indicated no conscious awareness of the relationship between font color and sentence structure. Nonetheless, after sufficient time to learn this relationship, ERPs time-locked to the point of syntactic ambiguity resolution in garden-path sentences differed significantly as a function of font color. End-of-sentence grammaticality judgments were also influenced by font color, suggesting that a match between font color and sentence structure increased processing fluency. Overall, these findings indicate that participants can implicitly detect subtle co-occurrences between physical features of sentences and abstract, syntactic properties, supporting the notion that implicit learning mechanisms are generally operative during online language processing.
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Kuhn, Gustav, and Zoltán Dienes. "Implicit Learning of Nonlocal Musical Rules: Implicitly Learning More Than Chunks." Journal of Experimental Psychology: Learning, Memory, and Cognition 31, no. 6 (2005): 1417–32. http://dx.doi.org/10.1037/0278-7393.31.6.1417.

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Khalifa, AlBara, Tsuneo Kato, and Seiichi Yamamoto. "Learning Effect of Implicit Learning in Joining-in-type Robot-assisted Language Learning System." International Journal of Emerging Technologies in Learning (iJET) 14, no. 02 (January 30, 2019): 105. http://dx.doi.org/10.3991/ijet.v14i02.9212.

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The introduction of robots into language learning systems has been highly useful, especially in motivating learners to engage in the learning process and in letting human learners converse in more realistic conversational situations. This paper describes a novel robot-assisted language learning system that induces the human learner into a triad conversation with two robots through which he or she improves practical communication skills in various conversational situations. The system applies implicit learning as the main learning style for conveying linguistic knowledge, in an indirect way, through conversations on several topics. A series of experiments was conducted using 80 recruited participants to evaluate the effect of implicit learning and the retention effect in a joining-in-type robot-assisted language learning system. The experimental results show positive effects of implicit learning and repetitive learning in general. Based on these experimental results, we propose an improved method, integrating implicit learning and tutoring with corrective feedback in an adaptive way, to increase performance in practical communication skills even for a wide variety of proficiency of L2 learners.
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Chang, Franklin, Marius Janciauskas, and Hartmut Fitz. "Language adaptation and learning: Getting explicit about implicit learning." Language and Linguistics Compass 6, no. 5 (April 30, 2012): 259–78. http://dx.doi.org/10.1002/lnc3.337.

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Dissertations / Theses on the topic "Implicit language learning"

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Al-Hoorie, Ali. "Implicit attitudes in language learning." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/42571/.

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The field of language motivation is almost 60 years old. Throughout these decades, one idea has been persistent: Motivation is assumed to be a conscious process on which the learner can exert direct control. That this conscious conceptualization might not give the full picture has not been seriously entertained. An important consequence ensuing from this approach is the overreliance on self-report measures, such as questionnaires and interviews. Thus, in effect, the individual’s conscious reflection on their own attitudes and motivation has been the primary source of empirical data for our field. This thesis challenges this hegemony of conscious motivation. It provides an extensive review of the various paradigms of unconscious attitudes and motivation. It traces back their origins, highlights some of their major findings, and reviews the instruments used within each paradigm to circumvent direct self-report (as well as the controversies surrounding these instruments). The review also demonstrates that the adoption of an unconscious perspective is not inconsistent with major theoretical frameworks in the field. It then selects one of these paradigms, namely implicit attitudes, to apply in the context of language learning. Two studies were conducted on two independent samples (with almost 700 participants in total), in two different contexts (the UK and Saudi Arabia), and with different instruments of implicit attitudes (the Implicit Association Test and the Single-Target Implicit Association Test). Study 1 found that openness to language speakers at the implicit level is associated with more openness at the explicit level. Study 2 successfully replicated this finding, and extended it to language achievement—showing that learners with more favorable attitudes toward language speakers at the implicit level achieved higher grades in their English class. This finding could not be explained away by either social desirability or cognitive confounds. The results from these two studies were also meta-analyzed using Bayes factors in order to give an overall picture of the findings. The Discussion chapter wraps up this thesis by highlighting the relevance of this unconscious approach to the field more broadly. This chapter reviews a number of recent studies that have yielded similar findings to those from the current thesis. Some of these findings are then critically reanalyzed and reinterpreted in the context of unconscious motivation, thus demonstrating how adopting an unconscious approach helps view existing findings in a new light. In some cases, the analysis casts doubt on established ideas that have been taken for granted for decades. The overall message of this thesis is not that conscious motivation should be disregarded. Instead, conscious motivation should be complemented with a consideration of the role of unconscious motivation. A conscious-only approach would offer a limited window into human attitudes and motivation.
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Schneider, Allison Frances. "NATIVE LANGUAGE IMPACT ON IMPLICIT LANGUAGE LEARNING." Thesis, The University of Arizona, 2008. http://hdl.handle.net/10150/192981.

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Rebuschat, Patrick. "Implicit learning of natural language syntax." Thesis, University of Cambridge, 2009. https://www.repository.cam.ac.uk/handle/1810/237038.

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The findings reported in this dissertation have several implications for our understanding of language acquisition and for future research. Firstly, while the precise form of the knowledge acquired in these experiments is unclear, the findings provided no evidence for rule learning in the vast majority of subjects. It suggests that subjects in these types of experiments (and perhaps in natural language acquisition) do not acquire linguistic rules. The results support Shanks (1995; Johnstone & Shanks, 2001), who argues against the possibility of implicit rule learning. Secondly, while adults can acquire knowledge implicitly, the work reported in this dissertation also demonstrates that adult syntactic learning results predominantly in a conscious (but largely unverbalizable) knowledge base. Finally, from a methodological perspective, the results of the experiments confirm that relying on verbal reports as a measure of awareness is not sufficient. The verbal reports collected at the end of the experiment were helpful in determining what aspects of the semi-artificial grammar subjects had consciously noticed. At the same time, verbal reports were clearly not sensitive enough to assess whether subjects were aware of the knowledge they had acquired. Confidence ratings and source attributions provided a very useful method for capturing low levels of awareness and to observe the conscious status of both structural and judgment knowledge. Future experiments on language acquisition would benefit from the introduction of this relatively simple, but effective way of assessing awareness. The results of the experiments indicate that adult learners are able to acquire syntactic structures of a novel language under both incidental and intentional learning conditions, while processing sentences for meaning, without the benefit of corrective feedback and after shortviexposure periods. That is, the findings demonstrate that the implicit learning of natural language is not restricted to infants and child learners. In addition, the experiments also show that subjects are able to transfer their knowledge to stimuli with the same underlying structure but new surface features. The measures of awareness further suggest that, in experiments 3 to 6 at least, learning resulted in both conscious and unconscious knowledge. While subjects did not become aware of all the information they have acquired, it was clear that higher levels of awareness were associated with improved performance. Participants in experiments 1-5 were exposed to the semi-artificial system under incidental learning conditions by means of different training tasks. In experiments 1 and 2, an auditory plausibility judgment task was used to expose participants to the stimulus sentences. In experiment 3, elicited imitations were used in addition to the plausibility judgment task. The training phase in experiment 4 consisted solely of elicited imitations, while training in experiment 5 consisted of a classification task which required participants to identify the syntactic structure of each stimulus item, followed by plausibility judgments. Participants in experiment 6, on the other hand, were exposed to the semi-artificial grammar under intentional learning conditions. These participants were told that the word order of the stimulus sentences was governed by a complex rule-system and instructed to discover syntactic rules. After training, participants in all six experiments took part in a testing phase which assessed whether learning took place and to what extent they became aware of the knowledge they had acquired. Grammaticality judgments were used as a measure of learning. Awareness was assessed by means of verbal reports, accuracy estimates, confidence ratings and source attributions. Control participants did not take part in the training phase. The present dissertation focuses on the question of how humans acquire syntactic knowledge without intending to and without awareness of what they have learned. The aim is to apply the theoretical concepts and the methodological framework provided by implicit learning research to the investigation of language acquisition. The results of six experiments are reported. In terms of design, all experiments consisted of (i) a training phase, during which subjects were trained on a miniature linguistic system by means of different exposure conditions, (ii) an unexpected testing phase, during which learning and awareness were assessed, and (iii) a debriefing session. A semi-artificial grammar, which consisted of English words and German syntax, was employed to generate the stimulus material for experiments 1, 2, 3, 5 and 6; in the case of experiment 4, nonsense syllables were used instead of English words. The linguistic focus was on verb placement rules. Native speakers of English with no background in German (or any other V2 language) were recruited to take part in the experiments.
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Plante, Elena, Dianne Patterson, Michelle Sandoval, Christopher J. Vance, and Arve E. Asbjørnsen. "An fMRI study of implicit language learning in developmental language impairment." ELSEVIER SCI LTD, 2017. http://hdl.handle.net/10150/625217.

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Individuals with developmental language impairment can show deficits into adulthood. This suggests that neural networks related to their language do not normalize with time. We examined the ability of 16 adults with and without impaired language to learn individual words in an unfamiliar language. Adults with impaired language were able to segment individual words from running speech, but needed more time to do so than their normal-language peers. ICA analysis of fMRI data indicated that adults with language impairment activate a neural network that is comparable to that of adults with normal language. However, a regional analysis indicated relative hyperactivation of a collection of regions associated with language processing. These results are discussed with reference to the Statistical Learning Framework and the sub-skills thought to relate to word segmentation. (C) 2017 The University of Arizona. Published by Elsevier Inc.
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Paciorek, Albertyna. "Implicit learning of semantic preferences." Thesis, University of Cambridge, 2013. https://www.repository.cam.ac.uk/handle/1810/244632.

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The research presented in this PhD dissertation examines the phenomenon of semantic implicit learning, using semantic preferences of novel verbs as a test case. Implicit learning refers to the phenomenon of learning without intending to learn or awareness that one is learning at all. Semantic preference (or selectional preference – as preferred in computational linguistics) is the tendency of a word to co-occur with words sharing similar semantic features. For example, ‘drink’ is typically followed by nouns denoting LIQUID, and the verb ‘chase’ is typically followed by ANIMATE nouns. The material presented here spans across disciplines. It examines a well-documented psychological phenomenon - implicit learning – and applies it in the context of language acquisition, thereby providing insights into both fields. The organisation of this dissertation groups its experiments by their methodology. Chapter 1 provides an overview of the current psychological and linguistic literature. Chapter 2 includes a pen-and-paper study carried out in a classroom environment on Polish learners of English, where awareness is assessed by subjective measures taken at each test question as well as a post-experiment questionnaire. Chapter 3 includes a collection of 5 computer-based experiments based on a false-memory paradigm. After exposure to sentential contexts containing novel verbs, participants are shown to endorse more previously unseen verb-noun pairings that follow the correct semantic preference patterns to the pairings that violate it. The result holds even when participants do not reveal any explicit knowledge of the patterns in the final debriefing. Awareness is additionally assessed using indirect measures examining correlations of confidence judgements with performance. Chapter 4 examines whether implicit learning of novel verb semantic preference patterns is automatic. To this end, a reaction time procedure is developed based on two consecutive decisions (“double decision priming”). The method reveals that semantic implicit learning, at least in the described cases, exerts its influence with a delay, in post-processing. Chapter 5 comprises research done in collaboration with Dr Nitin Williams, University of Reading. It documents an attempt at finding neural indices of implicit learning using a novel single-trial analysis of an electroencephalographic (EEG) signal, based on empirical mode decomposition (EMD) denoising. Chapter 6 presents a final discussion and indications for future research. The main contribution of this dissertation to the general field of implicit learning research consists in its challenging the predominant view that implicit learning mainly relies on similarity of forms presented in training and test. The experiments presented here require participants to make generalisations at a higher, semantic level, which is largely independent of perceptual form. The contribution of this work to the field of Second Language Acquisition consists of empirical support for the currently popular but seldom tested assumptions held by advocates of communicative approaches to language teaching, namely that certain aspects of linguistic knowledge can develop without explicit instruction and explanation. At the same time, it challenges any view assuming that vocabulary learning necessarily relies on explicit mediation. The experiments collected here demonstrate that at least word usage in context can be learnt implicitly. A further contribution of this dissertation is its demonstration that the native language may play a key role in determining what is learnt in such situations. A deeper understanding of the phenomenon of semantic implicit learning promises to shed light on the nature of word and grammar learning in general, which is crucial for an account of the processes involved in the development of a second language mental lexicon.
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Chan, Ka-wai Ricky, and 陳嘉威. "Implicit learning of L2 word stress rules." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B4961793X.

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In the past few decades, cognitive psychologists and linguists have shown increasing research interest in the phenomenon of implicit learning, a term generally defined as learning of regularities in the environment without intention and awareness. Some psychologists regard implicit learning as the primary mechanism for knowledge attainment and language acquisition (Reber, 1993), whereas others deny the possibility of learning even simple contingencies in an implicit manner (Lovibond and Shanks, 2002). In the context of language acquisition, while first language acquisition is essentially implicit, the extent to which implicit learning is relevant to second language acquisition remains unclear. Empirical evidence has been found on the implicit learning of grammar/syntactic rules (e.g., Rebuschat & Williams, 2012) and form-meaning connections (e.g., Leung & Williams, 2011) but little investigation of implicit learning has been conducted in the realm of phonology, particularly supra-segmental phonology. Besides, there is still no consensus on the extent to which implicit learning exhibits population variation. This dissertation reports three experiments which aim to 1) address the possibility of learning second language (L2) word stress patterns implicitly; 2) identify relevant individual differences in the implicit learning of L2 word stress rules; and 3) improve measurement of conscious knowledge by integrating both subjective and objective measures of awareness. Using an incidental learning task and a two-alternative forced-choice post-test, Experiment 1 found evidence of learning one-to-one stress-to-phoneme connections in an implicit fashion, and successfully applied the process dissociation procedure as a sensitive awareness measure. Experiment 2 found implicit learning effect for more complicated word stress rules which involved mappings between stress assignment and syllable types/types of phoneme, and integrated verbal reports, confidence ratings and inclusion-exclusion tasks as awareness measures. Experiment 3 explored potentially individual differences in the learning of L2 word stress rules. No correlation was found between learning of L2 word stress and working memory, processing speed and phonological short-term memory, supporting the belief that involvement of working memory in implicit learning is minimal, and the view that different stimuli/task-specific subsystems govern different implicit learning tasks. It is concluded that L2 word stress rules may be learnt implicitly with minimal individual variations.
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English
Master
Master of Philosophy
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Michas, Irene Catherine. "Implicit and explicit processes in a second language learning task." Thesis, University of Reading, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.283757.

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Denhovska, Nadiia. "The role of frequency in implicit learning of a second language." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/the-role-of-frequency-in-implicit-learning-of-a-second-language(6a4bf2e5-b45f-422b-b9e5-c65b01b95292).html.

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The present dissertation explored the acquisition of grammatical knowledge in L2 by adults. The main focus was to investigate the role of type and token frequency in knowledge acquisition under incidental learning conditions. Such impact was studied by using different experimental conditions, in which items were presented with high or low type and token frequency during training. The mediating effect of working memory in such learning conditions was also measured. The material for the study was a natural language (Russian), as opposed to the previous research having used mainly artificial or semi-artificial languages. Within the course of four experiments native speakers of English with no previous knowledge of a Slavic language were exposed to noun-adjective agreement patterns of different complexity. A simple noun-adjective agreement pattern according to gender was used in Experiment 1. A medium-complexity pattern, according to gender and case, was chosen in Experiment 2. And a complex noun-adjective agreement pattern, according to gender, case and number, was used in Experiment 3. Experiment 4 employed the same agreement pattern as in Experiment 2; animacy effects were also studied by selecting animate and inanimate head nouns as stimuli. The knowledge acquired was tested both in comprehension and production domains. Working memory was measured using the Operation and Reading span tests. The results supported a “starting small” approach for production; accuracy was greater in the low type low token frequency and low type high token frequency conditions. For comprehension, high type frequency had shown more effect. Working memory was differentially involved in the production of acquired knowledge in different conditions and not engaged where learning was facilitated by frequency. Levels of knowledge also depended on the complexity of the agreement pattern, frequency effects and the domain of knowledge acquisition: comprehension versus production.
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Lam, Ngo-shan Alision, and 林傲山. "Implicit learning of tonal rules in Thai as a second language." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B47869963.

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Implicit learning is the learning of underlying regularities hidden in the environment without the learner being conscious of what is being learnt. First language acquisition in young children is essentially implicit (Krashen, 1982), but the role of implicit learning in second language acquisition is debatable. Previous research on learning of tonal languages focused on perception and identification of language tones in relatively explicit settings, and showed that tonal language experience may not help with learning a new tonal language in an explicit setting (So & Best, 2010; Wang, 2006). Yet, little research was done on the implicit learning of language tones, and on whether prior tonal language experience plays a role in such implicit learning. In this study, simplified Thai tonal rules were used as a learning target to investigate if implicit learning of such rules is possible. Implicit learning performance among native tonal language speakers with no knowledge of Thai, non?tonal language native speakers who have learnt/have been learning tonal languages other than Thai, and non?tonal language speakers with little knowledge of tonal languages were compared. Results showed that the native tonal language group implicitly learnt the target, and some trends of learning were found in the tonal language learner group, but not in the tonal language na?ve group. This advantage of tonal language experience over the learning of tonal patterns suggested that tonal language experience can be transferable to the learning of a new tonal language in implicit settings. This suggested that, rather than being hindered by their prior linguistic experience, learners with some tonal language background may benefit from implicit settings when learning a new tonal language.
published_or_final_version
English
Master
Master of Philosophy
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Liu, Kristina. "Evidence for implicit learning of color patterns and letter strings from a study of artificial grammar learning /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/7585.

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Books on the topic "Implicit language learning"

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Rebuschat, Patrick. Implicit and explicit learning of languages. Amsterdam: John Benjamins Publishing Company, 2015.

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C, Ellis Nick, ed. Implicit and explicit learning of languages. London: Academic Press, 1994.

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Implicit and explicit knowledge in second language learning, testing and teaching. Buffalo: Multilingual Matters, 2009.

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Rebuschat, Patrick, ed. Implicit and Explicit Learning of Languages. Amsterdam: John Benjamins Publishing Company, 2015. http://dx.doi.org/10.1075/sibil.48.

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Rebuschat, Patrick. Investigating Implicit and Explicit Language Learning. Taylor & Francis Group, 2023.

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Williams, John, and Patrick Rebuschat. Implicit Learning and Second Language Acquisition. Taylor & Francis Group, 2023.

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Williams, John, and Patrick Rebuschat. Implicit Learning and Second Language Acquisition. Taylor & Francis Group, 2023.

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Rebuschat, Patrick. Investigating Implicit and Explicit Language Learning. Taylor & Francis Group, 2023.

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Rebuschat, Patrick. Implicit and Explicit Learning of Languages. Benjamins Publishing Company, John, 2015.

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Smith, Megan, and Bill VanPatten. Explicit and Implicit Learning in Second Language Acquisition. Cambridge University Press, 2022.

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Book chapters on the topic "Implicit language learning"

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Rohrmeier, M., Z. Dienes, X. Guo, and Q. Fu. "Implicit Learning and Recursion." In Language and Recursion, 67–85. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-9414-0_6.

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Ryan, Stephen, and Sarah Mercer. "Implicit Theories: Language Learning Mindsets." In Psychology for Language Learning, 74–89. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137032829_6.

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Ellis, Nick C. "Implicit AND explicit language learning." In Implicit and Explicit Learning of Languages, 1–24. Amsterdam: John Benjamins Publishing Company, 2015. http://dx.doi.org/10.1075/sibil.48.01ell.

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Perruchet, Pierre, and Benedicte Poulin-Charronnat. "The learnability of language." In Implicit and Explicit Learning of Languages, 139–66. Amsterdam: John Benjamins Publishing Company, 2015. http://dx.doi.org/10.1075/sibil.48.07per.

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Walk, Anne M., and Christopher M. Conway. "Implicit statistical learning and language acquisition." In Implicit and Explicit Learning of Languages, 191–212. Amsterdam: John Benjamins Publishing Company, 2015. http://dx.doi.org/10.1075/sibil.48.09wal.

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Williams, John N., and Patrick Rebuschat. "Implicit Learning and Second Language Acquisition." In The Routledge Handbook of Second Language Acquisition and Psycholinguistics, 281–93. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003018872-27.

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Roehr-Brackin, Karen. "Explicit knowledge about language in L2 learning." In Implicit and Explicit Learning of Languages, 117–38. Amsterdam: John Benjamins Publishing Company, 2015. http://dx.doi.org/10.1075/sibil.48.06roe.

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Isbell, Daniel R., and John Rogers. "Measuring Implicit and Explicit Learning and Knowledge." In The Routledge Handbook of Second Language Acquisition and Language Testing, 305–15. New York: Routledge, 2020. | Series: The Routledge handbooks in second language acquisition: Routledge, 2020. http://dx.doi.org/10.4324/9781351034784-33.

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Pawlak, Mirosław. "Implicit versus explicit grammar learning and teaching." In Debates in Second Language Education, 165–82. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003008361-12.

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Godfroid, Aline. "Implicit and Explicit Learning and Knowledge." In Research Questions in Language Education and Applied Linguistics, 823–29. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79143-8_142.

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Conference papers on the topic "Implicit language learning"

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Becker, Maria, Siting Liang, and Anette Frank. "Reconstructing Implicit Knowledge with Language Models." In Proceedings of Deep Learning Inside Out (DeeLIO): The 2nd Workshop on Knowledge Extraction and Integration for Deep Learning Architectures. Stroudsburg, PA, USA: Association for Computational Linguistics, 2021. http://dx.doi.org/10.18653/v1/2021.deelio-1.2.

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Wang, Fan. "Implicit Learning and Its Application in Foreign Language Learning." In 2020 5th International Conference on Modern Management and Education Technology (MMET 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201023.004.

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Edgar, Vatricia, and Ajay Bansal. "Generating Vocabulary Sets for Implicit Language Learning using Masked Language Modeling." In Hawaii International Conference on System Sciences. Hawaii International Conference on System Sciences, 2022. http://dx.doi.org/10.24251/hicss.2022.095.

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Okoso, Ayano, Kai Kunze, and Koichi Kise. "Implicit gaze based annotations to support second language learning." In UbiComp '14: The 2014 ACM Conference on Ubiquitous Computing. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/2638728.2638783.

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Li, Hao, and Wei Lu. "Learning Explicit and Implicit Structures for Targeted Sentiment Analysis." In Proceedings of the 2019 Conference on Empirical Methods in Natural Language Processing and the 9th International Joint Conference on Natural Language Processing (EMNLP-IJCNLP). Stroudsburg, PA, USA: Association for Computational Linguistics, 2019. http://dx.doi.org/10.18653/v1/d19-1550.

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Rader, Alexander, Ionela G. Mocanu, Vaishak Belle, and Brendan Juba. "Learning Implicitly with Noisy Data in Linear Arithmetic." In Thirtieth International Joint Conference on Artificial Intelligence {IJCAI-21}. California: International Joint Conferences on Artificial Intelligence Organization, 2021. http://dx.doi.org/10.24963/ijcai.2021/195.

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Abstract:
Robust learning in expressive languages with real-world data continues to be a challenging task. Numerous conventional methods appeal to heuristics without any assurances of robustness. While probably approximately correct (PAC) Semantics offers strong guarantees, learning explicit representations is not tractable, even in propositional logic. However, recent work on so-called “implicit" learning has shown tremendous promise in terms of obtaining polynomial-time results for fragments of first-order logic. In this work, we extend implicit learning in PAC-Semantics to handle noisy data in the form of intervals and threshold uncertainty in the language of linear arithmetic. We prove that our extended framework keeps the existing polynomial-time complexity guarantees. Furthermore, we provide the first empirical investigation of this hitherto purely theoretical framework. Using benchmark problems, we show that our implicit approach to learning optimal linear programming objective constraints significantly outperforms an explicit approach in practice.
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Huang, Hsin-Ping, and Junyi Jessy Li. "Unsupervised Adversarial Domain Adaptation for Implicit Discourse Relation Classification." In Proceedings of the 23rd Conference on Computational Natural Language Learning (CoNLL). Stroudsburg, PA, USA: Association for Computational Linguistics, 2019. http://dx.doi.org/10.18653/v1/k19-1064.

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Can, Ozan Arkan, Pedro Zuidberg Dos Martires, Andreas Persson, Julian Gaal, Amy Loutfi, Luc De Raedt, Deniz Yuret, and Alessandro Saffiotti. "Learning from Implicit Information in Natural Language Instructions for Robotic Manipulations." In Proceedings of the Combined Workshop on Spatial Language Understanding (. Stroudsburg, PA, USA: Association for Computational Linguistics, 2019. http://dx.doi.org/10.18653/v1/w19-1604.

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Braud, Chloé, and Pascal Denis. "Learning Connective-based Word Representations for Implicit Discourse Relation Identification." In Proceedings of the 2016 Conference on Empirical Methods in Natural Language Processing. Stroudsburg, PA, USA: Association for Computational Linguistics, 2016. http://dx.doi.org/10.18653/v1/d16-1020.

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Chiarcos, Christian, and Niko Schenk. "A Minimalist Approach to Shallow Discourse Parsing and Implicit Relation Recognition." In Proceedings of the Nineteenth Conference on Computational Natural Language Learning - Shared Task. Stroudsburg, PA, USA: Association for Computational Linguistics, 2015. http://dx.doi.org/10.18653/v1/k15-2006.

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Reports on the topic "Implicit language learning"

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Yu, Wanchi. Implicit Learning of Children with and without Developmental Language Disorder across Auditory and Visual Categories. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7460.

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